This volume addresses a central question in the acquisition of written language-the interrelated roles of response and revision- and begins to account both for the cognitive processes underlying learning to write and the social context of schooling. Both perspectives are crucial to understanding the acquisition of writing. The first section examines the language of instruction to see how response and revision are accomplished in instructional settings. The second section investigates the role of the computer as respondent and the usefulness of its aid during revision. The final section challenges both traditional ways of studying revision and past assumptions about parts of the revision process. They offer a new perspective for studying revision and its relationship to response.
